Assessments evaluate students using multiple instruments across multiple domains of knowledge, dispositions, and performances.
- Assessments include paper and pencil tests, performance measures, evidence of positive effects on student learning, external reviews, and self-reports, some embedded in instruction and some summative in nature.
- Through assessment, students demonstrate their knowledge and skills.
- Assessment data are collected through a variety of assessors (e.g., instructors, administration, students, peers, future employers, etc.)
- Assessments reflect current knowledge and best practice in domain of the specialty field.
Rubrics or criteria define successful performance on assessments and serve to evaluate candidate work.
- Faculty describe levels of performances to indicate what is valued in a student’s response and what is expected in order for students to be successful.
- The expected levels of performance are written and public.
- Benchmark examples provide useful illustrations of faculty expectations for students’ performance levels
- Student progress is evaluated with rubrics or criteria at various stages throughout a program to determine entry, retention, and exit or termination from the program.
- Rubrics or criteria performance levels are appropriate for students’ progress at the point each assessment is administered, and by completion should represent the institution’s expectation that students are fully prepared.
Faculty evaluate the fairness of assessments on a continuing basis.
- Assessments are conducted only on knowledge and skills that students have had opportunities to learn and practice.
- Assessments use appropriate terminology and avoid stereotyping, ethnocentrism, and biases.
- Assessments accurately represent the performances, competencies, and dispositions they are intended to measure.
- Assessments yield consistent results.
Quality candidate assessment systems use results to advise students, improve teaching, and strengthen programs.
- Quality assessment systems communicate performance expectations to students and provide systematic feedback on products and performances in terms of their progress toward achieving proficiencies in the set learning outcomes
- Assessments are also used to improve teaching and strengthen programs as well as to communicate with employers, governmental agencies, professional organizations, and the public.